Designing Online Workshops: Using an Experiential Learning Model

This article describes 4 online workshops designed to assist college students with improving their time management, textbook reading, memory and concentration, and overall academic performance. These workshops were created to work equally well with imaginative, analytic, common‐sense, and dynamic learners. Positive student feedback indicated that these workshops met students' perceived needs and expectations.     

Comparing higher education systems

This paper discusses the range of comparative studies which might legitimately be attempted. It considers the separate issue of whether they must necessarily be directed towards the testing of pre-constructed hypotheses. It describes how the Brunel-Gothenburg-Bergen international team is attempting to compare their three national systems and academic working within them.     

University Counseling Centers’ Perceptions and Experiences Pertaining to Emotional Support Animals

Increasing numbers of students are requesting accommodations for emotional support animals (ESAs) in higher education settings. Since the legislation pertaining to this type of service animal differs from the laws governing disability service animals, colleges and universities are faced with developing new policies and guidelines. A sample of 248 University Counseling Centers (UCCs) completed a survey about student requests for ESA letters of support from their counselor. The UCCs were also asked if they issue official disability diagnoses for clients. Responses showed that UCCs are not yet being asked to write many letters of support for ESAs—56.9% almost never do it, and 31.05% do it only several times per year. And, only 47.18% of UCCs write official diagnosis letters in support of disability accommodations. Yet, most UCCs are aware of the need for official policies in this arena. This article provides general recommendations for establishing university policies.     

HIGHER EDUCATION AND THE WORLD OF WORK: AN OVERVIEW

This article presents an overview of the state of the art in studies of higher education and the world of work, based on papers, some of which are published in this issue, presented at the 1992 annual meeting of the Consortium of Higher Education Researchers. It considers the contributions made to the study of the subject by different disciplines and sketches the range of relationships between higher education and work. It discusses the contribution of higher education to the labour market, its diversity and dynamics, and the employment experiences of graduates. It analyses the different value systems of the two sides, their expressions of needs, and reciprocal impacts. It asks what role government and institutions play in effecting the relationship. It analyses the knowledge and skills content of higher education. And, finally, it offers a research agenda. The emphasis of the paper is on the substantive issues against their institutional and structural aspects.     

Author Index Volume 6

Authors Index

Author Index Volume 6     

Disclosing unwnated sexual experiences: results from a national sample of adolescent women

OBJECTIVE: The aims of this study are to identify factors that influence the disclosures made by female survivors of unwanted sexual experiences (USE) in childhood and adolescence. The predictors of both the timing of disclosure (short delay, long delay, non-disclosure) and the recipient of the disclosure (disclosing ever to an adult, disclosing to peers only, non-disclosure) were investigated. Participant characteristics, USE characteristics, and family contextual variables were explored. METHOD: A sub-sample of 263 adolescent females who reported unwanted sexual experiences in the National Survey of Adolescents (NSA) provided data on the characteristics of their experience as well as the timing and recipients of disclosure. Two multinomial logistic regression analyses were conducted to determine significant predictors of each aspect of disclosure. RESULTS: Age of onset, a known perpetrator, a familial relationship with the perpetrator, and a history of drug abuse in the household are related to the timing of disclosure. Age of onset, penetration, fear for one's life during the USE, injury during the USE, family structure, and the age differential between the survivor and the perpetrator are linked to the recipient of the disclosure. CONCLUSION: Age is a critical variable in the disclosure process. Whereas aspects of the abuse experience were more important in predicting whom a victim would tell, the relationship to the perpetrator was more important in deciding to delay disclosure. As survivors grow into adolescence, the importance of peers provides a source of support that becomes increasingly important in decisions to disclose.